Sec. 5. Teacher and principal professional development and support
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Title II of the Elementary and Secondary Education Act of 1965 ( 20 U.S.C. 6601 et seq. ) is amended by adding at the end the following: From amounts made available under section 2505, the Secretary shall award grants, through allotments under paragraph (3)(A), to States to enable the States to award subgrants to local educational agencies under this part. A State that receives a grant under this part for a fiscal year shall— reserve 95 percent of the funds made available through the grant to make subgrants, through allocations under paragraph (3)(B), to local educational agencies; and use the remainder of the funds for— administrative activities and technical assistance in helping local educational agencies carry out this part; statewide capacity building strategies to support local educational agencies in the implementation of the required activities under section 2502; and conducting the evaluation required under section 2504.
The allotment provided to a State under this section for a fiscal year shall bear the same relation to the total amount available under this part for such allotments for the fiscal year, as the allotment provided to the State under section 2111(b) for such year bears to the total amount available under such section 2111(b) for such allotments for such year. The allocation provided to a local educational agency under this section for a fiscal year shall bear the same relation to the total amount available under this part for such allocations for the fiscal year, as the allocation provided to the local educational agency under section 2121(a) for such year bears to the total amount available for such allocations for such year.
A local educational agency receiving a subgrant under this part shall first use such funds to carry out the activities described in section 2502(a) in each lowest achieving school served by the local educational agency— that demonstrates the greatest need for subgrant funds based on the data analysis described in subsection (b)(3); and in which not less than 40 percent of the students enrolled in the school are eligible for a free or reduced price lunch under the Richard B. Russell National School Lunch Act ( 42 U.S.C. 1751 et seq. ).
To be eligible to receive a subgrant under this part, a local educational agency shall submit to the State educational agency an application described in paragraph (2), and a summary of the data analysis conducted under paragraph (3), at such time, in such manner, and containing such information as the State educational agency may reasonably require. Each application submitted pursuant to paragraph
(1)shall include— a description of how the local educational agency will assist the lowest achieving schools served by the local educational agency in carrying out the requirements of section 2502, including— developing and implementing the teacher and principal evaluation system pursuant to section 2502(a)(3); implementing teacher induction programs pursuant to section 2502(a)(1); providing effective professional development in accordance with section 2502(a)(2); implementing mentoring, coaching, and sustained professional development for school principals and other school leaders pursuant to section 2502(a)(4); and providing significant and sustainable teacher stipends, pursuant to section 2502(a)(6); a description of how the local educational agency will— conduct and utilize valid and reliable surveys pursuant to section 2502(b); and ensure that such programs are integrated and aligned pursuant to section 2502(c); a description of how the local educational agency will use subgrant funds to target and support the lowest achieving schools described in subsection (a)(4) before using funds for other lowest achieving schools; and a list that identifies all of the lowest achieving schools that will be assisted under the subgrant; a description of how the local educational agency will enable effective inclusion of children with disabilities and English language learners, including through utilization by the teachers, principals, and other school leaders of the local educational agency of— response to intervention; positive behavioral supports; differentiated instruction; universal design of learning; appropriate accommodations for instruction and assessments; collaboration skills; skill in effectively participating in individualized education program meetings required under section 614 of the Individuals with Disabilities Education Act; and evidence-based strategies to meet the linguistic and academic needs of English language learners; a description of how the local educational agency will assist the lowest achieving schools in utilizing real-time student learning data, based on evidence of student learning and evidence of classroom practice, to— inform instruction; and inform professional development for teachers, mentors, principals, and other school leaders; a description of how the programs and assistance provided under section 2502 will be managed and designed, including a description of the division of labor and different roles and responsibilities of local educational agency central office staff members, school leaders, teacher leaders, coaches, mentors, and evaluators; and a description of how the local educational agency will work with institutions of higher education and local teacher and principal preparation programs to improve the performance of beginning teachers and principals, improve induction programs, and strengthen professional development. A local educational agency desiring a subgrant under this part shall, prior to applying for the subgrant, conduct a data analysis of each school served by the local educational agency, based on data and information collected from evidence of student learning, evidence of classroom practice, and the State’s longitudinal data system, in order to— determine which schools have the most critical teacher, principal, school librarian, and other school leader quality, effectiveness, and professional development needs; and allow the local educational agency to identify the specific needs regarding the quality, effectiveness, and professional development needs of the school's teachers, principals, librarians, and other school leaders, including with respect to instruction provided for individual student subgroups (including children with disabilities and English language learners) and specific grade levels and content areas. Except as provided in subparagraph (B), a local educational agency shall— jointly develop the application and data analysis framework under this subsection with local organizations representing the teachers, principals, and other school leaders in the local educational agency; and submit the application and data analysis in partnership with such local teacher, principal, and school leader organizations. A State may, after consultation with the Secretary, consider an application from a local educational agency that is not jointly developed and submitted in accordance with subparagraph
(A)if the application includes documentation of the local educational agency's extensive attempt to work jointly with local teacher, principal, and school leader organizations. A local educational agency that receives a subgrant under this part shall use the subgrant funds to improve teaching and school leadership through a system of teacher and principal induction, professional development, and evaluation. Such system shall be developed, implemented, and evaluated in collaboration with local teacher, principal, and school leader organizations and local teacher, principal, and school leader preparation programs and shall provide assistance to each school that the local educational agency has identified under section 2501(b)(2)(C)(ii), to— implement a comprehensive, coherent, high-quality formalized induction program for beginning teachers during not less than the teachers' first 2 years of full-time employment as teachers with the local educational agency, that shall include— rigorous mentor selection by school or local educational agency leaders with mentoring and instructional expertise, including requirements that the mentor demonstrate— a proven track record of improving student learning; strong interpersonal skills; exemplary teaching skills, particularly with diverse learners, including children with disabilities and English language learners; not less than 5 years teaching experience; commitment to personal and professional growth and learning, such as National Board for Professional Teaching Standards certification; willingness and experience in using real-time data, as well as school and classroom level practices that have demonstrated the capacity to— improve student learning and classroom practice; and inform instruction and professional growth; a commitment to participate in professional development throughout the year to develop the knowledge and skills related to effective mentoring; and the ability to improve the effectiveness of the mentor's mentees, as assessed by the evaluation system described in paragraph (3); a program of high-quality, intensive, and ongoing mentoring and mentor-teacher interactions that— ensures that new teachers are supported in ways that help improve content-specific knowledge and pedagogy, including by matching mentors with beginning teachers by grade level and content area; assists each beginning teacher in— analyzing data based on the beginning teacher's evidence of student learning and evidence of classroom practice, and utilizing research-based instructional strategies, including differentiated instruction, to inform and strengthen such practice; developing and enhancing effective teaching skills; enabling effective inclusion of children with disabilities and English language learners, including through the utilization of— response to intervention; positive behavioral supports; differentiated instruction; universal design of learning; appropriate accommodations for instruction and assessments; collaboration skills; skill in effectively participating in individualized education program meetings required under section 614 of the Individuals with Disabilities Education Act; and evidence-based strategies to meet the linguistic and academic needs of English language learners; using formative evaluations to— collect and analyze classroom-level data; foster evidence-based discussions; provide opportunities for self assessment; examine classroom practice; and establish goals for professional growth; and achieving the goals of the school, district, and statewide curricula; provides regular and ongoing opportunities for beginning teachers to observe exemplary teaching in classroom settings during the school day; aligns with the mission and goals of the local educational agency and school; acts as a vehicle for a beginning teacher to establish short- and long-term planning and professional goals and to improve student learning and classroom practice; and guides, monitors, and assesses the beginning teacher's progress toward such goals; assigns not more than 12 beginning teacher mentees to a mentor who is released full-time from classroom teaching, and reduces such maximum number of mentees proportionately for a mentor who works on a part-times basis; provides joint professional development opportunities for mentors and beginning teachers; may include the use of master teachers to support mentors or other teachers; and improves student learning and classroom practice, as measured by the evaluation system described in paragraph (3); paid school release time that allows for at least weekly high-quality mentoring and mentor-teacher interactions; foundational training and ongoing professional development for mentors that support the high-quality mentoring and mentor-teacher interactions described in subparagraph (B); use of research-based teaching standards, formative assessments, teacher portfolio processes (such as the National Board for Professional Teaching Standards certification process), and teacher development protocols that support the high-quality mentoring and mentor-teacher interactions described in subparagraph (B); and feedback on the performance of beginning teachers to local teacher preparation programs and recommendations for improving such programs; implement high-quality effective professional development for teachers, principals, school librarians, and other school leaders serving the schools targeted for assistance under the subgrant; develop and implement a rigorous, transparent, and equitable teacher and principal evaluation system for all schools served by the local educational agency that— provides formative individualized feedback to teachers and principals on areas for improvement; provides for substantive support and interventions targeted specifically on such areas of improvement; and results in summative evaluations; differentiates the effectiveness of teachers and principals using multiple rating categories that take into account evidence of student learning; shall be developed, implemented, and evaluated in partnership with local teacher and principal organizations; and includes— valid, clearly defined, and reliable performance standards and rubrics for teacher evaluation based on multiple performance measures, which shall include a combination of— evidence of classroom practice; and evidence of student learning as a significant factor; valid, clearly defined, and reliable performance standards and rubrics for principal evaluation based on multiple performance measures of student learning and leadership skills, which standards shall include— planning and articulating a shared and coherent schoolwide direction and policy for achieving high standards of student performance; identifying and implementing the activities and rigorous curriculum necessary for achieving such standards of student performance; supporting a culture of learning, collaboration, and professional behavior and ensuring quality measures of instructional practice; communicating and engaging parents, families, and other external communities; and collecting, analyzing, and utilizing data and other tangible evidence of student learning and evidence of classroom practice to guide decisions and actions for continuous improvement and to ensure performance accountability; multiple and distinct rating options that allow evaluators to— conduct multiple classroom observations throughout the school year; examine the impact of the teacher or principal on evidence of student learning and evidence of classroom practice; specifically describe and compare differences in performance, growth, and development; and provide teachers or principals with detailed individualized feedback and evaluation in a manner that allows each teacher or principal to identify the areas of classroom practice that need to be strengthened, refined, and improved; implementing a formative and summative evaluation process based on the performance standards established under clauses
(i)and (ii); rigorous training for evaluators on the performance standards established under clauses
(i)and
(ii)and the process of conducting effective evaluations, including how to provide specific feedback and improve teaching and principal practice based on evaluation results; regular monitoring and assessment of the quality and fairness of the evaluation system and the evaluators' judgements, including with respect to— inter-rater reliability, including independent or third-party reviews; student assessments used in the evaluation system; the performance standards established under clauses
(i)and (ii); training and qualifications of evaluators; and timeliness of teacher and principal evaluations and feedback; a plan and substantive targeted support for teachers and principals who fail to meet the performance standards established under clauses
(i)and (ii); a streamlined, transparent, fair, and objective due process for documentation and removal of teachers and principals who fail to meet such performance standards, as governed by any applicable collective bargaining agreement or State law and after substantive targeted and reasonable support has been provided to such teachers and principals; and in the case of a local educational agency in a State that has a State evaluation framework, the alignment of the local educational agency's evaluation system with, at a minimum, such framework and the requirements of this paragraph; implement ongoing high-quality support, coaching, and professional development for principals and other school leaders serving the schools targeted for assistance under such subgrant, which shall— include a comprehensive, coherent, high-quality formalized induction program outside the supervisory structure for beginning principals and other school leaders, during not less than the principals’ and other school leaders’ first 2 years of full-time employment as a principal or other school leader in the local educational agency, to develop and improve the knowledge and skills described in subparagraph (B), including— a rigorous mentor or coach selection process based on exemplary administrative expertise and experience; a program of ongoing opportunities throughout the school year for the mentoring or coaching of beginning principals and other school leaders, including opportunities for regular observation and feedback; foundational training and ongoing professional development for mentors or coaches; and the use of research-based leadership standards, formative and summative assessments, or principal and other school leader protocols (such as the National Board for Professional Teaching Standards Certification for Educational Leaders program or the 2008 Interstate School Leaders Licensure Consortium Standards); improve the knowledge and skills of school principals and other school leaders in— planning and articulating a shared and clear schoolwide direction, vision, and strategy for achieving high standards of student performance; identifying and implementing the activities and rigorous student curriculum and assessments necessary for achieving such standards of performance; managing and supporting a collaborative culture of ongoing learning and professional development and ensuring quality evidence of classroom practice (including shared or distributive leadership and providing timely and constructive feedback to teachers to improve student learning and strengthen classroom practice); communicating and engaging parents, families, and local communities and organizations (including engaging in partnerships among elementary schools, secondary schools, and institutions of higher education to ensure the vertical alignment of student learning outcomes); collecting, analyzing, and utilizing data and other tangible evidence of student learning and classroom practice (including the use of formative and summative assessments) to— guide decisions and actions for continuous instructional improvement; and ensure performance accountability; managing resources and school time to ensure a safe and effective student learning environment; and designing and implementing strategies for differentiated instruction and effectively identifying and educating diverse learners, including children with disabilities and English language learners; and provide feedback on the performance of beginning principals and other school leaders to local principal and leader preparation programs and recommendations for improving such programs; create or enhance opportunities for teachers and school librarians to assume new school leadership roles and responsibilities, including— serving as mentors, instructional coaches, or master teachers; or assuming increased responsibility for professional development activities, curriculum development, or school improvement and leadership activities; and provide training for teachers who assume such school leadership roles and responsibilities; and provide significant and sustainable stipends above a teacher’s base salary for teachers that serve as mentors, instructional coaches, teacher leaders, or evaluators under the programs described in this subsection. A local educational agency receiving a subgrant under this part shall conduct a valid and reliable full population survey of teaching and learning, at the school and local educational agency level, and include, as topics in the survey, not less than the following elements essential to improving student learning and retaining effective teachers: Instructional planning time. School leadership. Decisionmaking processes. Professional development. Facilities and resources, including the school library. Beginning teacher induction. School safety and environment. The system described in subsection
(a)shall— integrate and align all of the activities described in such subsection; be informed by, and integrated with, the results of the survey described in subsection (b); be aligned with the State’s school improvement efforts under sections 1116 and 1117; and be aligned with the programs funded under title II of the Higher Education Act of 1965 and other professional development programs authorized under this Act. The assistance required to be provided under this section may be provided— by the local educational agency; or by the local educational agency, in collaboration with— the State educational agency; an institution of higher education; a nonprofit organization; a teacher organization; a principal or school leader organization; an educational service agency; a teaching residency program; or another nonprofit entity with experience in helping schools improve student achievement. Nothing in this part shall be construed to alter or otherwise affect the rights, remedies, and procedures afforded school or school district employees under Federal, State, or local laws (including applicable regulations or court orders) or under the terms of collective bargaining agreements, memoranda of understanding, or other agreements between such employees and their employers. Each program required under section 2502(a) shall include a formal evaluation system to determine, at a minimum, the effectiveness of each such program on— student learning; retaining teachers and principals, including differentiating the retainment data by profession and by the level of performance of the teachers and principals, based on the evaluation system described in section 2502(a)(3); teacher, principal, and other school leader practice, which shall include, for teachers and principals, practice measured by the teacher and principal evaluation system described in section 2502(a)(3); student graduation rates, as applicable; teaching, learning, and working conditions; parent, family, and community involvement and satisfaction; student attendance rates; teacher and principal satisfaction; and student behavior. The formal evaluation system described in subsection
(a)shall also measure the effectiveness of the local educational agency and school in— implementing the comprehensive induction program described in section 2502(a)(1); implementing high-quality professional development described in section 2502(a)(2); developing and implementing a rigorous, transparent, and equitable teacher and principal evaluation system described in section 2502(a)(3); implementing mentoring, coaching, and professional development for school principals and other school leaders described in section 2502(a)(4); ensuring that mentors, teachers, and schools are using data to inform instructional practices; and ensuring that the comprehensive induction and high-quality mentoring required under section 2502(a)(1) and the high impact professional development required under section 2502(a)(2) are integrated and aligned with the State’s school improvement efforts under sections 1116 and 1117. The evaluation described in subsection
(a)shall be— conducted by the State, an institution of higher education, or an external agency that is experienced in conducting such evaluations; and developed in collaboration with groups such as— experienced educators with track records of success in the classroom; institutions of higher education involved with teacher induction and professional development located within the State; and local teacher, principal, and school leader organizations. The results of the evaluation described in subsection
(a)shall be submitted to the Secretary. The Secretary shall make the results of each evaluation described in subsection
(a)available to States, local educational agencies, and the public. There are authorized to be appropriated to carry out this part such sums as may be necessary for fiscal year 2014 and each succeeding fiscal year. . The table of contents in section 2 of the Elementary and Secondary Education Act of 1965 is amended by inserting after the item relating to section 2441 the following: Part E—Building School Capacity for Effective Teaching and Leadership Sec. 2501. Local school improvement activities. Sec. 2502. Use of funds. Sec. 2503. Rule of Construction. Sec. 2504. Program evaluation. Sec. 2505. Authorization of appropriations. .
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